Great Resource for Using Graphics in eLearning... The eLearning Coach

Recently I had the pleasure of attending a presentation by the eLearning Coach, Connie Malamed, at an ISD breakfast we have for our Johns Hopkins instructional designers. The presentation was titled "Your Brain on Graphics." As most instructional designers know, graphics used effectively can greatly increase the efficacy of a learning event. However, Connie took it a step further and introduced us to how are brains are wired for graphics and shared great advice and examples of uber-effective use of graphics.

Her site, www.theelearningcoach.com, is an invaluable resource for learning more about using graphics in elearning, along with many other great resources and advice on elearning and instructional design she shares there. She also has written a book, "Visual Language for Designers," which I am adding to my reading list.

So, thank you eLearning Coach for the fantastic presentation and for sharing your knowledge at theelearningcoach.com.

Informal learning... Maybe I Can Informally Assess Its Impact #LCBQ

This month's Big Question at Learning Circuits is regarding assessing the impact of informal learning. Or more specifically:

How do you assess whether your informal learning, social learning, continuous learning, performance support initiatives have the desired impact or achieve the desired results?

The extent of my experience in evaluation has focused on applying Kirkpatrick's model to classroom training and e-learning. Although there may be some elements of the model that lend itself to evaluating informal learning, I do not see the model as a whole working well for assessing the impact of informal learning.

I wish I could present a straight forward model that works well for assessing the impact of informal learning, but I do not have one to offer. What I do have are some off the cuff ideas on how to assess impact. Much of this will be anecdotal information collected, but none the less information that has value in assessing impact.

• Survey staff regarding what they have learned and how they applied it. It makes sense to use a social media tool to do this (e.g., use hash tags in Twitter). Please don't think smile sheet, instead think individual questions delivered via social media.


• Participate, participate, participate and see first hand what they are learning. They will probably also be talking about how they apply what they learned... That's some good anecdotal evidence of applying behavior.


• If you have identified specific things staff have learned and applied, look for how it has impacted the organization (results). Oops, easing into Kirkpatrick's model, but if you can, you can.


• Measure the "buzz." Are people talking about it and/or encouraging others to use social media and informal learning? What are they saying that is convincing others? Is it because it has made a difference in their abilities or lead to successes?


• Find the leaders. Who are leading discussions, being quoted, retweeted, yammed about, followed, liked, etc.? Recruit them to help you measure the impact. They have pull and can help you garner much of the fore-mentioned information.

Keep in mind, the above are ideas I "blue skied," but if you have additional ideas, I would love to hear them in the comments section. Don't forget to check the ever increasing posts and comments on the LCBQ blog and add your 2 cents there too.

Signs of Being in e-Learning Hell #eLearningHell

Signs you are in e-learning hell (as a designer/developer):

1. The Help Desk calls and tells you they are receiving too many calls regarding your course and the __________ (pop-up blocker, Flash Player and/or LMS sign-on).


2. Someone shows up at your office and says "I'm here for the online training."*


3. The stakeholder proposes that all staff take the online course in a computer lab where it can be proctored.*


4. People call you and ask, "How long does it take to convert their eight hour classroom training into an e-learning course" and you answer,"I don't know. How long will it take you to turn my phone into a '67 Dodge van?"


5. Your subject matter expert (SME) tells you the course looks great and has no edits. The LMS report shows the SME did not even launch the course.*

*Yes, this actually happened.

Signs you are in e-learning hell (as a participant):

1. The course starts with five pages on how to take an online course.


2. The quiz questions have absolutely nothing to do with the course you just took.


3. Every answer on the quiz is either "all of the above" or "none of the above."


4. The content is not exactly concise. In fact, it may have been written by Proust.


5. You scored 100% on the quiz but are not marked "complete" because you skipped page 42.


6. Next.


7. You toss your most snarky remarks at the people pictured in the course, but they still ignore you.


8. Back.

Of course the above is all in good fun and just a way for me to vent some frustrations of working in our field. Thankfully, the above are resolvable issues and are becoming less and less common. Do you have signs that tell you when you are in e-learning hell? Please feel free to share in the comments section. Thanks!

My Big Question Response - Predictions for My 2011 #LCBQ

I recently posted my 2011 predictions, but they are general predictions for e-learning and technology. So, here is my response to the Learning Circuits' Big Question, which asks to be more focused on our challenges, plans and predictions.

First off, over my years in corporate training, I have explored many areas of learning and development. This ranges from classroom training to many facets of e and m-learning. What I am predicting for my own challenges and plans for 2011 is not delving into new technology or mediums of delivering learning, but rather a blending of many approaches and technologies I have in my current learning toolkit. A current example is a large software training effort I am designing that takes advantage of blending technologies and approaches. Believe it or not, this training program will incorporate the following:

• A web-based training (WBT) course that incorporates QR Codes and social bookmarking in addition to simulations,  instruction and job aids.


• Blogging that also incorporates use of social media, social bookmarking and screencasts (thanks Screenr and DIIGO).


• Classroom training – not a traditional classroom format, but a “learning lab” with more advanced explorations of the topic and objectives driven more by the audience than the facilitator or course design. Hopefully also resulting in instruction/tips & tricks shared by the audience and facilitator.


• m-Learning and informal learning - I am using QR Codes and tweeting to also get content and additional resources out, but more importantly encouraging the audience to do the same. I will be really excited when I see the audience start setting their own objectives and teaching each other.

Yes, the above may look like a mishmash of technology and approaches, but it does support the learning design and the audience's learning needs. There is a method to the madness and I am not using the technology without rhyme or reason.

Another exciting plan, and somewhat of a challenge, for 2011 is delivering more learning to my audience that is off the LMS. As you can see, much of the fore-mentioned is outside of the LMS. However, here are some more ways I am delivering learning without the need to log-in to the LMS.

• With few exceptions, my audience in corporate training has been internal. This has recently changed and will change much more in 2011. I have already begun providing training for our external customers, including developing educational games and software demos... not on the LMS.


• Tweeting and responding to tweets... not on the LMS.


• Posting job aids on Intranet pages... not on the LMS.


• Screencasts - These are great for brief, easy to develop, software sims and I have started adding them to our Intranet pages... not the LMS.


• Guess what, people still learn even when... not on the LMS.

Although these are my own challenges, plans and predictions for 2011, I believe we will see others embarking on similar challenges. So my overall prediction is much more blending of technology applications and more delivery OFF the LMS.

What are your challenges, plans and predictions? Be sure to share them at the Learning Circuits' Big Question and tweet them too at #LCBQ.

It's The Big Question #LCBQ

I have been honored to be a involved in the revitalization of the Learning Circuits' Big Question. For several years now I have been responding to the Big Question and have over and over been inspired by the questions posed, not to mention by the many fantastic responses and comments. It has also been a great opportunity to interact with other e-learning bloggers. I am looking forward to being involved and also very excited to be working with Tony Karrer, Glenn Hansen, Thomas Edgarton, and Holly MacDonald on this venture. I hope in the coming months to see the Big Question grow even more in contributors and perspectives.

I hope that you will be visiting and participating in the discussions. We will also be tweeting posts, responses and all things Big Question using the #LCBQ hash tag. So, keep your eyes out for the next BIG QUESTION!

Dabbling in QR Codes

I have been hearing so much talk, and seeing use, of QR Codes lately. Maybe I am noticing it more because I started dabbling in them myself or maybe they are on the rise. Either way, I want to share a few things about QR Codes. First off if you do not know what they are, here is a quick definition:

A QR Code is a specific matrix bar code (or two-dimensional code), readable by dedicated QR bar code readers and camera phones. The code consists of black modules arranged in a square pattern on a white background. The information encoded can be text, URL or other data.
Source: Wikipedia

To simplify, with a QR Code reader on your smart phone you can use the phone's camera to scan the QR Code (like the crazy black and white thing at the top of this page) and it will take you to a web page, display text, phone number and/or prepare a text message to be sent.

The great thing is they are extremely easy to create and use in your online learning or in the traditional classroom. Using a QR Code generator (e.g., Kaywa, Snap.vu, etc.), you can create and copy the code to a web page, PowerPoint slide, add it to a manual, print it, etc. Now when it is seen in your classroom or online course participants can scan the QR Code and visit the site, obtain the text info or data.

Here is a demo showing how easy it is to generate a QR Code.

http://screenr.com/Content/assets/screenr_1116090935.swf

Here are a few ways I am starting to use QR Codes:

• Adding my contact information to my classroom powerpoints and manuals. I even posted one with my contact info outside my office.


• Include QR Codes in manuals and job aids that take the user to relevant URLs.


• Adding codes in e-learning courses. For example. the video below shows one in a course that directs the user to social bookmarks containing additional resources and tutorials.

See an example of a QR Code in a WBT course.

Here are also my QR Codes bookmarks where you will find more resources on this subject including links to QR Code generators. Of course the QR Code for this link is below too.

My 2011 Predictions

Well it's that time again. Here are my e-learning predictions for the coming year.

• You know I have to include a Flash prediction. So, here you are...  I predict a Flash player will finally be included on the iPad and iPhone this year. This will be mostly due to the fact that so many more phones, and tablets, will be released with Flash, pressuring Apple to do the same.


• Say goodbye to the "e-" and the "m-" and say hello to just "learning" in 2011. I think we will be less concerned about the medium and will call it "learning" regardless of whether it is in the classroom, computer, phone or wherever else you are finding it.


• The coming flood of tablets in 2011 will move m-learning much further along. However, I think people will be distinguishing less and less between the terms e-learning, m-learning, and just learning. After all, where does m-learning stop and e-learning begin? See prior prediction.


• With the economy improving, we will see reinvestment in classroom training and classroom trainers. I believe too many organizations have hastily delved into online training, resulting in developing courses that are better off in in the classroom than online. Plus with so many rushing into e-learning without investing the time in understanding the design end has resulted in ineffective "rapid e-learning." I think we will see these people who had good intentions are going to move away from e-learning. For those that may be in that boat, don't give up on e-learning, but please read "Hey You Rapid e-Learning Peeps, Slooow Down and Take a Little Drive on the ISD Side of Town."


• QR Codes will become more prevalent in the U.S. In fact, I just started using them myself by including them in a new e-learning course. I also plan to start adding them to job aids, manuals, presentations and anywhere else when appropriate.

Want to see what I predicted last year?